Teaching Music to Students with Autism

Alice M. Hammel and Ryan M. Hourigan

Presents theory, policy, and research in language understandable by all

Features real-life classroom snapshots by inservice music educators

Lays out strategies and methods proven effective in working with students who have autism

Teaching Music to Students with Autism

Alice M. Hammel and Ryan M. Hourigan

Description

Teaching Music to Students with Autism is a comprehensive resource for everyone who works with students with autism within the music classroom. The authors focus on understanding autism, advocating for students and music programs, and creating and maintaining a team approach by working together with colleagues effectively. A significant portion of the book is focused on understanding and overcoming the communication, cognition, behavior, sensory, and socialization challenges inherent in working with students with autism. The authors suggest ways to structure classroom experiences and learning opportunities for all students. The book includes vignettes and classroom snapshots from experienced music teachers which provide additional opportunities to transfer theory to
real-life application.

Teaching Music to Students with Autism

Alice M. Hammel and Ryan M. Hourigan

Table of Contents

Foreword by Marilyn Friend

Chapter 1What is Autism? An Explanation of the DiagnosisAutism Spectrum Disorders: Diagnostic InformationChange in Diagnostic CriteriaCharacteristics or Features of AutismHow do I know I am Teaching a Student with Autism?Early InterventionTypical Interventions and Treatment ModelsApplied Behavior Analysis and Discrete Trial Training (ABA)Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) CurriculumDIR/FloortimeCognitive CoachingSocial StoriesConclusionDiscussion Questions

Chapter 2A Team Approach to Teaching Music to Students with AutismLearning about your Student (s) with AutismLearning about other
Educators and Therapists, and Professionals in the DistrictBuilding Relationships with ParentsBuilding Relationships with other Staff MembersAdministrative SupportParticipation in MeetingsUnderstanding the Least Restrictive Environment and a Student with AutismA Student Profile RevisitedConclusionDiscussion Questions and Suggested Activities:

Chapter 3Understanding Communication and Students with Autismin the Music ClassroomUnique Communication Characteristics of Persons with AutismComplications with Eye Gaze or Eye ContactEye Contact and Theory of MindInattentiveness and Eye ContactEcholaliaJoint AttentionReceptive and Expressive Language SkillsReceptive LanguageExpressive Language
Development (Cause and Effect)Strategies for Music Educators in Expressive and Receptive Language Steps to Affective Communication with Students with Autism in the Music Classroom Step 1-Eye ContactStep 2-Joint AttentionStep 3-ReciprocationAugmentative and Alternative Communication (AAC) for Students with AutismCommunication Interruptions (a failure to communicate)Social StoriesConclusionDiscussion Questions

Chapter 4Understanding Cognition and Students with Autism in the Music ClassroomTheory of Mind and CognitionWeak Central CoherenceStrategies for Assisting with Central Coherence Challenges in the Music ClassroomExecutive FunctionJoint Attention (as it relates to cognition)Musical Cognition,
Perception, and Response in Students with AutismConclusionDiscussion Questions:

Chapter 5Classroom Behavior and Students with AutismChild Behavior Development and Students with AutismUnderstanding Applied Behavior Analysis (ABA) and Discrete Trial Training (DTT)Outbursts, Meltdowns, and other DisruptionsThe AntecedentThe BehaviorThe Consequence of the BehaviorOdd or Repetitive BehaviorBehavior and CommunicationSchedule, Routine and the Link with BehaviorCreating a Behavior Plan for Students with AutismSocial Skills and BehaviorRelated Medical Issues and BehaviorConclusion: Assessment of Behavior (taking data for the IEP)Discussion Questions:

Chapter 6Understanding Socialization of
Students with Autism in the Music ClassroomThe Fundamentals of Social Development and Children with AutismGaze/eye-contact and Joint Attention and SocializationExtending Eye Contact and Joint Attention in the Music ClassroomSocial Speech and Social PlaySocial Speech and Social Play in the Music ClassroomAffective DevelopmentAffective Development in the Music ClassroomImitationPeer Relationships and Social InteractionPeers Relationships and Social Interaction in the Music ClassroomReverse InclusionConclusionDiscussion Questions

Chapter 7 Autism, Sensory Dysfunction, and Music EducationTactile Challenges in the Music ClassroomVestibular and Proprioceptive Challenges in the Music ClassroomVisual
DysfunctionAuditory Sensitivity and DysfunctionSensory Motor/Motor Planning/DyspraxiaSensory Breaks (Conclusion)Discussion Questions

Chapter 8Advocacy for Students with Autism in Music EducationFostering Relationships with All StakeholdersParentsSpecial Education AdministratorsClassroom TeachersConditions for Music Learning for Students with AutismLearning EnvironmentOne-on-one SupportMultiple Ways to Demonstrate KnowledgeTeacher Qualities that Must Exist in Music ClassroomsLocal Community Not for Profit OrganizationsPublic "Informances" Including Students with AutismStudent Support and Awareness GroupsConclusionDiscussion Questions:

Chapter 9Classroom and Ensemble
Snapshots of Teaching Music to Students with Autism Classroom-based Examples of Teaching Music to Students with AutismPerformance-based Examples of Teaching Music to StudentsConclusion

Chapter 10Resources for Music Teachers in Teaching Music to Students with AutismSection 1: Internet ResourcesInternet Resources Pertaining to Persons with AutismOnline Autism CommunitiesAutism AppsInternet Resources Pertaining to Persons with Asperger SyndromeInternet Resources Pertaining to Persons with Rett SyndromeSection 2: Print Resources for Music Educators and Music Teacher EducatorsResearch within music education pertaining to students with autismDissertations within Music Education and Music TherapBooks Within Music
Therapy and Music EducationBooks Within General EducationPractitioner Articles Within Music Education

About the AuthorsIndex

Teaching Music to Students with Autism

Alice M. Hammel and Ryan M. Hourigan

Author Information

Alice M. Hammel is on the music faculties of Virginia Commonwealth and James Madison Universities. She is in demand as a clinician and teacher throughout the United States and is widely published in the areas of music education, teacher education, and students with special needs. Dr. Hammel holds several concurrent leadership positions in the field of music education and is a multiple award recipient honoring her work in the field.

Ryan M. Hourigan is Associate Professor and Associate Director of the School of Music at Ball State University. He is an advocate, teacher, clinician, and prolific publisher of research in the area of children with exceptionalities.

Teaching Music to Students with Autism

Alice M. Hammel and Ryan M. Hourigan

Reviews and Awards

"Teaching Music to Students with Autism provides an invaluable resource for music educators at both elementary and secondary levels. The practical suggestions, realistic situations, and sensitive, well-informed explanations presented in the book not only inform us to become more effective teachers but inspire us to become more compassionate ones." --Joy Anderson, Assistant Director, Shenandoah Valley Children's Choir and Elementary Music Teacher, Eastern Mennonite School, Harrisonburg, VA

"Following on the heels of their eminently useful Teaching Music to Students with Special Needs: A Label-Free Approach, Hammel and Hourigan have once again provided music educators with an invaluable resource for attempting to meet the educational and musical needs of students who are on the autism spectrum." --Janice Smith, Associate Professor of Music Education, Aaron Copland School of Music, Queens College, City University of New York

"A helpful support for those needing encouragement and a general resource for those wishing to communicate more effectively with parents, colleagues, and administration in order to help students attain an optimal learning environment... Recommended." --Choice